Projects funded by NRC
Waldorf and gender |
| Further information in English, click here |
PhD-projects
Anne-Mette Stabel is teacher educator at the Rudolf Steiner University College in Oslo. She is presently working with a doctoral thesis at the University of Oslo under the heading The comprehensive school and the Steiner school. A historical study of the Norwegian comprehensive school and the Steiner school movement in Norway based on a comparison of the curriculum plans of the two school forms in the period 1926-2007, with special emphasis on pedagogical principles, educational ideals, equality and change. |
| Further information in Norwegian, click here |
| Eeva Raunela is Finnish language and literature teacher at Lappeenranta Steiner school in Finland. She is presently working with a doctoral thesis at the University of Eastern Finland under the heading High school students’ thinking development in the subject of Finnish language and literature - Ethnographic action research of how language awareness increases during the high school years and how a teacher can support it. |
| Further information in Finnish, click here. |
| Markku Niinivirta has been working as a Steiner teacher educator at Snellman College, Heslinki. His PhD topic is Steiner teacher education with a special focus on teachers' experience practical judgment, what Aristotle called phronesis. The working title of his thesis is Experiences of phronetic knowledge and action among Steiner teachers graduated from Snellman College. |
| Trond Skaftnesmo has been teacher in biology and philosophy at different Waldorf high schools in Norway. He has also worked with the further education of Waldorf teachers and published three books on biology and philosophy. His dissertation The triune organism - A multidimensional pattern of meaning is presented in the autumn 2010. |
| For a summary of the thesis and more information about the author, click here. |
Other projects
The Norwegian Curriculum Project |
| From a report by Dagny Ringheim: ”In 2004, the quality reforms reached the Norwegian school systems; the law emphasized each child’s right to have an individual adapted education and an environment for learning that is safe and stimulating. In 2005 the work on a new curriculum started, and we saw the indications of how the word quality was to be interpreted and controlled by the introduction of national tests. At the same time private schools were addressed with a request to implement the new curriculum or hand in an alternative curriculums based on the same structure and principles as “Kunnskapsløftet”(the Lifting of Knowledge), which is the name of the new curriculum in state school. “Kunnskapsløftet” was released in 2006, a new curriculum for pupils from the age 6 to 19.” |
| Read or download the article in full length |
Doors to Dialogue |
| Proceedings from the Conference on Postmodernism, Anthroposophy and Spirituality. ”-- Anthroposophists could learn that there is always more to a concept or an idea than what meets the mental eye, or “I”. There are hidden dimensions of meaning, imaginations and inspirations, which can only be experienced if one goes beyond the more or less literal and (seemingly) unambiguous sense, which we so often so hastily ascribe to the words we read or hear. Each concept must really be taken as a chaosmic manifold of meaning. --” (From introduction by prof. Bo Dahlin) |
| Read or download the proceedings in full length (140 pages) |